Learning-to-learn and learning-to-teach: The impact of disciplinary subject study on student-teachers' professional identity

Journal of Curriculum Studies

Volumn 43, Issue 2, 2011, Pages 249-268

  Rogers, Graham ^a  

^a EDGE HILL UNIVERSITY   (United Kingdom)

Author keywords

Epistemology; History; Learning technology; Teacher education; Teacher identities

Indexed keywords

EID: 79957494949     PISSN: 00220272     EISSN: 13665839     Source Type: Journal    
DOI: 10.1080/00220272.2010.521262     Document Type: Article

References (73)

1. Alexander, R. (2004) Still no pedagogy? Principle, pragmatism and compliance in primary education. Higher Education Research and Development, 24(4), 321-334.
2. Alexander, R. (2009) Towards a New Primary Curriculum: a report from the Cambridge Primary Review. Part 2: The Future (Cambridge: University of Cambridge Faculty of Education).
3. Arnon, S. and Reichel, N. (2007) Who is the ideal teacher? Am I? Similarity and difference in perceptions of students of education regarding the qualities of a good teacher and of their own qualities as teachers. Teachers and Teaching: Theory and Practice, 13(5), 441-464.
4. Bailey, B. and Robson, J. (2002) Changing teachers: a critical review of recent policies affecting the professional training and qualifications of teachers in schools, colleges and universities in England. Journal of Vocational Education and Training, 54(3), 325-341.
5. Barnett, R. (2009) Knowing and becoming in the higher education curriculum. Studies in Higher Education, 34(4), 429-440.
6. Baxter-Magolda, M. (1996) Epistemological development in graduate and professional education. Review of Higher Education, 19(3), 283-304.
7. Beijaard, D., Meijer, P. and Verloop, N (2004) Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20, 107-128.
8. Bendixen, L. D. and Hartley, K. (2003) Successful learning with hypermedia: the role of epistemological beliefs and metacognitive awareness. Journal of Educational Computing Research, 28(1), 15-30.
9. Bennett, S. and Lockyer, L. (2004) Becoming an online teacher: adapting to a changed environment to teaching and learning in higher education. Educational Media International, 41(3), 232-244.
10. Boud, D. and Prosser, M. (2002) Appraising new technologies for learning: a framework for development. Educational Media International, 39(3/4), 237-245.
11. Brehony, K. J. (2005) Primary schooling under New Labour: the irresolvable contradictions of excellence and enjoyment. Oxford Review of Education, 31(1), 29-46.
12. Brouwer, N. and Kortagen, F. (2005) Can teacher education make a difference? American Educational Research Journal, 42(1), 153-224.
13. Brownlee, J., Purdie, N. and Boulton-Lewis, G. (2001) Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, 6(2), 247-268.
14. Burgess, H. (2000) What future for initial teacher education? A new curriculum and new directions. The Curriculum Journal, 11(3), 405-417.
15. Campbell, R. J., Kyriadkides, L., Muijs, R. D. and Robinson, W. (2004) Effective teaching and values: some implications for research and teaching appraisal. Oxford Review of Education, 30(4), 452-465.
16. Cheng, M., Chan, K.-W., Tang, S. and Cheng, A. (2009) Pre-service teacher-education students' epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25, 319-327.
17. Clinchy, B. (1989) On critical thinking and connected knowing, Liberal Education, 75(5), 14-19.
18. Cochran-Smith, M. (2004) Ask a different question, get a different answer: the research base for teacher education. Journal of Teacher Education, 55, 111-115.
19. Conole, G. and Dyke, M. (2004) What are the affordances of information and communication technologies? ALT-J, Research in Learning Technology, 12(2), 113-124.
20. Darling-Hammond, L. and Hammerness, K. (2005) The design of teacher education programmes. In L. Darling-Hammond and J. Bransford (eds), 390-442, Preparing teachers for a changing world: what teachers should learn and be able to do (San Francisco: Jossey-Bass).
21. Doecke, B. (2004) Professional identity and educational reform: confronting my habitual practices as a teacher educator. Teaching and Teacher Education, 20(2), 203-215.
22. Edwards, A., Gilroy, P. and Hartley, D. (2002) Rethinking teacher education: collaborative responses to uncertainty (London: Routledge Falmer).
23. Edwards, G. and Blake, A. (2007) Disciplining the practice of creative inquiry: the suppression of difference in teacher education. International Journal of Research and Method in Education, 30(1), 33-35.
24. Entwistle, N., Tait, H. and McCune, V. (1999) Scoring key for approaches to studying: subscales with in the approaches and study skills inventory for students (Edinburgh: University of Edinburgh Department of Higher and Further Education).
25. Entwistle, N. J., Skinner, D., Entwistle, D. and Orr, S. (2000) Conceptions and beliefs about 'good teaching': an integration of contrasting research areas. Higher Education Research and Development, 19(1), 5-26.
26. Eraut, M. (2000) Teacher education designed or framed. International Journal of Educational Research, 33, 557-574.
27. Flores, M. A. and Day, C. (2006) Contexts which shape and reshape new teachers' identities: a multi-perspective study. Teaching and Teacher Education, 22, 219-232.
28. Garrison, R. and Anderson, T. (2003) E-learning in the 21st century: a framework for research and practice (London, Routledge Falmer).
29. Gee, J. (2005) An introduction to discourse analysis, 2nd ed. (New York: Routledge).
30. Goulding, M., Rowland, T. and Barber, P. (2002) Does it matter? Primary teacher trainees' subject knowledge in mathematics. British Educational Research Journal, 28(5), 689-704.
31. Graff, G. (2002) The problem problem and other oddities of academic discourse. Arts and Humanities in Higher Education, 1(1), 27-42.
32. James, M. and McCormick, R. (2009) Teachers learning how to learn. Teaching and Teacher Education, 25(7), 973-982.
33. Jarvis, P. (1999) The practitioner-researcher: developing theory from practice (San Francisco: Jossey-Bass).
34. John, P. (2006) Lesson planning and the student teacher: rethinking the dominant model. Journal of Curriculum Studies, 36(4), 483-498.
35. Kelly, P. (2006) What is teacher Learning? A socio-cultural perspective. Oxford Review of Education, 32(4) 505-519.
36. Kirschner, P. and Davis, N. (2003) Pedagogic benchmarks for information and communications technology in teacher education. Technology, Pedagogy and Education, 12(1) 125-147.
37. Koper, R. and Oliver, B. (2004) Representing the learning design of units of learning. Education, Technology and Society, 7(3), 97-111.
38. Korthagen, F., Loughran, J. and Russell, T. (2006) Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22, 1020-1041.
39. Loughran, J. (2006) Developing a pedagogy of teacher education (Abingdon: Routledge).
40. Luehman, A. L. (2008) Using blogging in support of teacher professional identity development: a case-study. Journal of the Learning Sciences, 17(3), 287-337.
41. Lunenberg, M. and Willemse, M. (2006) Research and professional development of teacher educators. European Journal of Teacher Education, 29(2) 81-98.
42. Maclellan, E. and Soden, R. (2007) The significance of knowledge in learning: a psychologically informed analysis of higher education students' perception. International Journalfor the Scholarship of Teaching and Learning, 1(1), 1-18.
43. Macleod, F. and Golby, M (2003) Theories of learning and pedagogy: issues for teacher development. Teacher Development, 7(3), 345-361.
44. Martin, M. (2005) Reflection in teacher education: how can it be supported? Educational Action Research, 13(4), 525-541.
45. McPhee, A. D. (2002) Problem-based learning in initial teacher education: taking the agenda forward. Journal of Educational Enquiry, 3(1), 60-78.
46. Menter, I., Briscard, E. and Smith, I. (2006) Professional knowledge for initial teacher education in England and Scotland. Educational Philosophy and Theory, 38(3), 269-286.
47. Moon, J. (2004) A handbook of reflective and experiential learning: theory into practice (Abingdon: Routledge Farmer).
48. Moon, J. (2005) We seek it here. a new perspective on the elusive activity of critical thinking; a theoretical and practical approach. Escalate Discussion Series. Available online at: www.escalate.ac.uk/2041, accessed 8 November 2006.
49. Nichol, C. (2006) Designing a pedagogy on inquiry in teacher education: moving from resistance to inquiry. Studying Teacher Education, 2(1), 25-41.
50. Postareff, L., Katajavuori, N., Lindblom-Ylanne, S. and Trigwell, K. (2008) Consensus and dissonance in descriptions of teaching of university teachers. Studies in Higher Education, 37(1), 49-61.
51. Poulson, L. (2001) Paradigm lost? Subject knowledge, primary teachers and education policy. British Journal of Educational Studies, 49(1), 40-55.
52. Prosser, M. and Trigwell, K. (1999) Understanding learning and teaching: the experience of higher education (Buckingham: Open University Press).
53. Reid, A. and O'Donoghue, M. (2004) Revisiting enquiry-based teacher education in neoliberal times. Teaching and Teacher Education, 20, 559-570.
54. Richardson, V. (2003) Pre-service teachers beliefs. In J. Raths and A. McAnich (eds), Teacher beliefs and classroom performance: the impact of teacher education (Greenwich, CT: Information Age Publishing), 1-22.
55. Robinson, M. and McMillan, W. (2006) Who teaches the teachers? Identity, discourse and policy in teacher education. Teaching and Teacher Education, 22, 327-336.
56. Rose, J. (2008) Independent Review of the Primary Curriculum: Final Report (London: Department for Children, Schools and Families).
57. Schommer-Atkins, M. (2004) Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 83(3), 488-504.
58. Schraw, G. and Sinatra, G. M. (2004) Epistemological development and its impact on cognition in academic domains. Contemporary Educational Psychology, 29(2), 95-102.
59. Shulman, L. S. (1987) Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
60. Shulman, L. and Shulman, J. (2004) How and what teachers learn: a shifting perspective. Journal of Curriculum Studies, 36(2), 257-271.
61. Singer-Gabella, M. and Tiedemann, P. (2008) Tasks and trajectories in learning to teach. Journal of Curriculum Studies, 40(4), 457-480.
62. Taylor, A. (2008) Developing understanding about learning to teach in a university-schools partnership. British Educational Research Journal, 34(1), 63-90.
63. Taylor, L. (2004) How student teachers develop their understanding of teaching using ICT. Journal of Education for Teaching, 30(1), 43-56.
64. Training and Development Agency for Schools (2007) QTS Standards and ITT Requirements, TDA 0313 (London: HMSO).
65. Trigwell, K. and Shale, S. (2004) Student learning and the scholarship of university teaching. Studies in Higher Education, 29(4), 523-536.
66. Twiselton, S. (2000) Seeing the wood for the trees: the national literacy strategy and initial teacher education; pedagogical content knowledge and the structure of subjects. Cambridge Journal of Education, 30(3), 391-403.
67. Twiselton, S. (2004) The role of teacher identities in learning to teach primary literacy. Educational Review, 56(2), 157-164.
68. Van Huizen, P., Van Oers, B. and Wubbels, T. (2005) A Vygotskian perspective on teacher education. Journal of Curriculum Studies, 37(3), 267-290.
69. Wheeler, S., Kelly, P. and Gale, K. (2005) The influence of online problem-based learning on teachers' professional practice and identity. ALT-J, Research in Learning Technology, 13(2), 125-137.
70. Whitty, G. (2000) Teacher professionalism in new times. Journal of In-Service Education, 26(2), 281-295.
71. Wood, K. (2000) The experience of learning to teach: changing student teachers' ways of understanding teaching. Journal of Curriculum Studies, 32(1), 75-93.
72. Woodhouse, R. (2010) Hype or hope: can the scholarship of teaching and learning fulfill its promise? International Journal for the Scholarship of Teaching and Learning, 4(1), 1-8.
73. Yildirim, Z. (2005) Hypermedia as a cognitive tool: student teachers' experiences in learning by doing. Educational Technology and Society, 8(2), 107-117.